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Our partnerships

With 206 part­ners, inclu­ding 6 stra­te­gic part­ner­ships with inter­na­tio­nal­ly renow­ned uni­ver­si­ties, as well as an aca­de­mic cam­pus in Shan­ghai, each gra­duate leaves UTC having spent at least one semes­ter abroad. This expe­rience encou­rages 12% of them to work abroad afterwards.

Our alliances

Our international policy

Since its crea­tion, UTC consi­ders that a strong rela­tion­ship with the indus­trial world and a solid inter­na­tio­nal dimen­sion are essen­tial to offer high qua­li­ty engi­nee­ring courses and research acti­vi­ties. This is why UTC has applied an inter­na­tio­nal poli­cy which consists in :

  • a strong syner­gy bet­ween tea­ching and research;
  • a strong connec­tion with the indus­trial world;
  • very diver­si­fied lan­guage tea­ching offers;
  • strong inter­na­tio­nal rela­tions for tea­ching and research in order to train inter­na­tio­nal engi­neers, mas­ters and doc­to­ral gra­duates able to work in a glo­ba­li­zed job market.

UTC thus aims at crea­ting long-term inter­na­tio­nal rela­tion­ships with its part­ners in order to deve­lop stra­te­gic alliances, double degree agree­ments, com­mon research enti­ties and stable student exchanges.

Our academic partnerships

In Europe (EU), UTC-Com­piegne empha­sizes the signing of new col­la­bo­ra­tion agree­ments with Euro­pean part­ners. Indeed, there are close on 112 Euro­pean part­ners, all spe­cia­li­ties inclu­ded, in a constant­ly evol­ving aca­de­mic context.

Out­side Europe, we have signed with 94 inter­na­tio­nal part­ners, like­wise with all spe­cia­li­ties which tend to evolve.

For many years, the UTC has bene­fit­ted from having an Eras­mus+ char­ter for Higher Edu­ca­tion. This dis­tinc­tion allows the ins­ti­tu­tion to deve­lop its Euro­pean part­ner­ships, as well as to rein­force the qua­li­ty of the mobi­li­ty of its stu­dents, tea­chers and staff. 

Moreo­ver, the UTC's com­mit­ment in the Eras­mus+ pro­gramme is ful­ly in line with its inter­na­tio­nal stra­te­gy aimed at sup­por­ting its moder­ni­sa­tion and internationalisation.

Legal pro­vi­so: This pro­ject has been fun­ded with the sup­port of the Euro­pean Com­mis­sion. This publi­ca­tion reflects the views only of the author, and the Euro­pean Com­mis­sion can­not be held res­pon­sible for any use made of the infor­ma­tion contai­ned therein.

Erasmus+ supports people with disabilities

The demo­cra­ti­sa­tion of the Eras­mus+ pro­gramme is one of the objec­tives of the pro­gramme for the per­iod 2014–2020. Eras­mus+ aims to pro­mote equi­ty and inclu­sion by faci­li­ta­ting "access for par­ti­ci­pants from disad­van­ta­ged back­grounds and with fewer oppor­tu­ni­ties than their peers, where their situa­tion limits or pre­vents their par­ti­ci­pa­tion in trans­na­tio­nal acti­vi­ties". Fac­tors limi­ting the mobi­li­ty of these people include socio-eco­no­mic bar­riers, but also disa­bi­li­ty or health problems:

  • disa­bi­li­ty (i.e., par­ti­ci­pants with spe­cial needs): people with men­tal (intel­lec­tual, cog­ni­tive, or lear­ning disa­bi­li­ties), phy­si­cal, sen­so­ry, or other disa­bi­li­ties;
  • health pro­blems: people with chro­nic health issues, serious ill­nesses or psy­chia­tric conditions.

Full coverage of additional disability-related costs

This is of par­ti­cu­lar signi­fi­cance and impor­tance for poten­tial bene­fi­cia­ries of the Eras­mus+ pro­gramme, as the pro­gramme pro­vides for spe­cial fun­ding inclu­ding addi­tio­nal costs direct­ly rela­ted to disa­bled par­ti­ci­pants and those per­sons who accom­pa­nying them. The pro­gramme also pro­vides for addi­tio­nal fun­ding to enable the par­ti­ci­pants concer­ned to have access to tech­ni­cal sup­port and adap­ted peda­go­gi­cal materials.

All costs direct­ly rela­ted to the participant's disa­bi­li­ty and, if appli­cable, to an accom­pa­nying per­son are cove­red by the pro­gramme, inclu­ding tra­vel and sub­sis­tence costs for the latter.

Erasmus + or AIM: available grants, student loans and travel assistance

When pre­pa­ring for your depar­ture abroad, it is impor­tant to plan your bud­get month by month to avoid any sur­prises. You can count on avai­lable grants to sup­port you, such as the Eras­mus grant or the AIM grant, but if you are not eli­gible for these grants or if you need to sup­ple­ment your living expenses, you can find out about various student loans. Dif­ferent banks offer student loans that can be obtai­ned without a gua­ran­tee or without having a gua­ran­tor. It is also pos­sible for young people to open bank accounts without a gua­ran­tee of income. Some of banks offer free bank cre­dit cards and effi­cient mana­ge­ment of your needs and procedures.

Strategic partnerships

Anin­ter­na­tio­nal stra­te­gic part­ner­ship can be cha­rac­te­ri­sed by having the fol­lo­wing consti­tuent elements:

  • a cri­ti­cal size in terms of stu­dents, tea­chers, resear­chers and staff involved;
  • seve­ral fac­tors ran­ging from trai­ning to research and innovation;
  • clear iden­ti­ty and part­ner­ship visi­bi­li­ty at the ins­ti­tu­tio­nal level and by the part­ner concerned;
  • the­ma­tic trans­ver­sa­li­ty and poten­tial to engage coope­ra­tion aims with seve­ral depart­ments, elec­tive spe­cial­ties and trai­ning and in research themes;
  • sha­red poli­cy aims for ins­ti­tu­tio­nal deve­lop­ment tra­jec­to­ry, adop­ted by the two part­ners, which may take the form of joint research plat­forms and laboratories.

The fol­lo­wing are the part­ner­ships that have been iden­ti­fied at this stage as being of signi­fi­cant size and having the poten­tial for stra­te­gic partnership.

The Tech­nische Uni­ver­sität Braun­sch­weig (20 000 stu­dents and 3 700 staff) is a Ger­man public uni­ver­si­ty loca­ted in the city of Braun­sch­weig (Lower Saxo­ny) Ger­ma­ny The main research themes at TUBraun­sch­weig are: 1) Mobi­li­ty, 2) Metro­lo­gy, 3) Infec­tion and The­ra­peu­tics and 4) Future Cities. (More here)
TUBraun­sch­weig is one of UTC's his­to­ri­cal part­ners. Since 1989, 130 Ger­man stu­dents have come to UTC, com­pa­red with 350 UTC stu­dents who have done a stu­dy per­iod or a double degree at TUBraun­sch­weig. In research, the col­la­bo­ra­tion concerns, in par­ti­cu­lar, mecha­ni­cal and pro­cess engi­nee­ring, which have led to co-direc­ted theses and Euro­pean pro­jects. Bet­ween 2013 and 2019, there have been 11 joint publi­ca­tions, invol­ving 13 co-authors, signed by the two ins­ti­tu­tions.
July 16, 2020: First Vir­tual Work­shop
A first vir­tual research work­shop with the TUBraun­sch­weig was held on Thurs­day 16 July 2020. Led by Pro­fes­sor Diet­zel, Dean of the Mecha­ni­cal Engi­nee­ring Facul­ty of the TU Braun­sch­weig and Ger­man head of the double degree agree­ment UTC-TUBrauns­weig, it brought toge­ther 20 col­leagues from the two ins­ti­tu­tions. The topics of mobi­li­ty, the cities of the future, infec­tions and their treat­ments were dis­cus­sed. A second semi­nar was also held in autumn 2020 but “on line because of the Covid-19 pan­de­mic
Part­ner­ship UTC/TUBS 

UTC, a major part­ner
Pro­fes­sor at Cran­field Uni­ver­si­ty (Great Bri­tain), Fady Moha­reb is in charge of the bio­in­for­ma­tics team in the labo­ra­to­ry dedi­ca­ted to the food indus­try. Bet­ween 2010 and 2018, he was also Mana­ger of the Euro­pean Part­ner­ship Pro­gramme, a double degree cur­ri­cu­lum set up by Cran­field Uni­ver­si­ty. He details the nature of the rela­tion­ship bet­ween the two ins­ti­tu­tions. 
More here

Micro-orga­nisms on a bio-chip
Éric Leclerc, CNRS Research Direc­tor at the joint UTC Bio­Me­cha­nics and BioEn­gi­nee­ring Labo­ra­to­ry (BMBI) and CNRS bet­ween 2003 and 2015, is col­la­bo­ra­ting, within the LIMMS (Labo­ra­to­ry of Inte­gra­ted Micro Mecha­tro­nic Sys­tems), in the fra­me­work of a joint inter­na­tio­nal unit (CNRS/University of Tokyo), with Fran­co-Japa­nese teams. 
More here

The French-Mexi­can Labo­ra­to­ry for Com­pu­ter Science and Auto­ma­tic Control Sys­tems (LAFMIA) – UMI 3175
This Inter­na­tio­nal Mixed Research Unit (to use the CNRS acro­nym UMI) exem­pli­fies the bila­te­ral scien­ti­fic coope­ra­tion being deve­lo­ped bet­ween France and Mexi­co and pro­vides a res­ponse adap­ted to the need to build new net­works of part­ners such as the uni­ver­si­ties, indus­trial labo­ra­to­ries … It is an ope­ra­tio­nal struc­ture for research and trai­ning acti­vi­ties, com­pri­sing research scien­tists, lec­tu­rers, stu­dents, post-docs with an ope­ra­tio­nal mode somew­hat simi­lar to that of a UMR in France (joint research units).
More here

Inter­na­tio­nal Research Pro­ject
" Approaches to Intel­li­gent Diag­no­sis and Control of Sys­tems – ADONIS"

The ADONIS pro­gram deals with the diag­no­sis and intel­li­gent control of sys­tems. It asso­ciates resear­chers from 4 part­ner orga­ni­za­tions and uni­ver­si­ties: CNRS France; CNRS Leba­non; Uni­ver­si­té de Tech­no­lo­gy de Com­piègne (UTC); Leba­nese Uni­ver­si­ty (UL), having com­mon inter­ests and a willin­gness to col­la­bo­rate in the fields of control, data ana­ly­sis, uncer­tain­ty mana­ge­ment and this in seve­ral fields of stu­dy, such as bio­me­di­cal sys­tems, trans­por­ta­tion sys­tems, robo­tics and mecha­tro­nic sys­tems.
More here

Privileged partnerships

Pri­vi­le­ged inter­na­tio­nal part­ner­ships are dis­tin­gui­shed by the fol­lo­wing consti­tuent elements:

  • a cri­ti­cal size in terms of stu­dents, tea­chers, resear­chers and staff involved;
  • seve­ral fac­tors ran­ging from trai­ning to research and innovation;
  • clear iden­ti­ty and part­ner­ship visi­bi­li­ty at the ins­ti­tu­tio­nal level and by the part­ner concerned.

The objec­tive of these pri­vi­le­ged part­ner­ships is to allow for a large num­ber of tar­ge­ted mobi­li­ties, inclu­ding, if pos­sible, the option and pos­si­bi­li­ty of obtai­ning a double degree or a stay-work pla­ce­ment abroad. It can be mono­the­ma­tic, but pre­sents a strong, but tar­ge­ted inter­est for a given labo­ra­to­ry or depart­ment. These pri­vi­le­ged part­ner­ships are coor­di­na­ted by a lec­tu­rer-cum-research scien­tist-resear­cher, by resear­cher or “refe­rence” staff members.

As an example of such pri­vi­le­ged part­ner­ships, we can cite col­la­bo­ra­tions with:

Double degrees

The prin­ciple under­pin­ning an inter­na­tio­nal double degree pro­gramme covers the pos­si­bi­li­ty for a French or forei­gn student engi­neer to receive diplo­mas from two ins­ti­tu­tions in the same field, one in France and the other abroad, in which he/she has com­ple­ted a suf­fi­cient frac­tion (com­pliant with natio­nal regu­la­tions or the ins­ti­tu­tion gover­ning it) of his or her programme.

Why do a double degree?

The advan­tage is to gain a real in-depth know­ledge of ano­ther sys­tem and an increase in the job-mar­ket attrac­ti­ve­ness of the future engi­neer in the second coun­try as well as for indus­trial groups ope­ra­ting worldwide.

Double degrees the­re­fore extend the dura­tion of stu­dies by about one semes­ter, i.e., by one semes­ter or even one aca­de­mic year.

Please note: some double degrees require pay­ment of local (natio­nal) tui­tion fees, for more infor­ma­tion, do not hesi­tate to contact us.

Albania

  • Uni­ver­si­té Poly­tech­nique de Tira­na : Rele­vant majors: GI – Diplôme de mas­ter ISC. Dura­tion 12 months.

Germany

  • Tech­nische Uni­ver­sität Braun­sch­weig (TU-BS/UTC) – rele­vant majors: Bio-engi­nee­ring (GB)/Process engi­nee­ring (GP)/Mechanical engi­nee­ring (IM)/Urban sys­tem engi­nee­ring (GSU). Dura­tion: 18 months mini­mum. Level of Ger­man requi­red: LA03 (B2). Stu­dents selec­ted for the double degree are eli­gible for finan­cial sup­port from the Fran­co-Ger­man Uni­ver­si­ty (UFA). Inter­cul­tu­ral semi­nars are also part of the pro­gramme (in Februa­ry in Braun­sch­weig; in June in Com­piègne). Part­ner­ship UTC/TUBS
  • Ber­lin School of Eco­no­mics and law: Mas­ter Eras­mus Mun­dus EPOG+ (lea­flet)

Austria

  • Vien­na uni­ver­si­ty of eco­no­mics and law: Mas­ter Eras­mus Mun­dus EPOG+ (lea­flet)

Spain

  • Uni­ver­si­tat Poli­tec­ni­ca De Cata­lu­nya : Rele­vant majors : GI – Diplôme de mas­ter ISC. Dura­tion 12 months.

Italy

  • Uni­ver­si­tà degli stu­di di Tori­no – Mas­ter Eras­mus Mun­dus EPOG+ (lea­flet)
  • Uni­ver­si­tà degli stu­di di Roma Tre - Mas­ter Eras­mus Mun­dus EPOG+ (lea­flet)
  • Uni­ver­si­ta degli stu­di di Geno­va – Rele­vant majors: Com­pu­ter sciences and soft­ware engi­nee­ring (GI-ISC). Dura­tion: 12 months.

United Kingdom

  • Cran­field Uni­ver­si­ty (CIT/UTC) –rele­vant majors : Bio-engi­nee­ring (GB)/ Pro­cess engi­nee­ring (GP)/ Com­puyer science and soft­warte engi­nee­ring (GI)/ Mecha­ni­cal engi­nee­ring (IM). Dura­tion: 12 months (in paral­lel with the final year of stu­dies GX05 – GX06). English level requi­red: LA13. Stu­dents must pass the TOEFL.

South Africa

  • Uni­ver­si­ty of the Wit­wa­ters­rand – Mas­ter Eras­mus Mun­dus EPOG+ (lea­flet)

Egypt

  • French Uni­ver­si­ty of Egypt – Rele­vant majors: GI / ISC. Dura­tion 12 months.

Morocco

  • Moha­med V Uni­ver­si­ty – Natio­nal Col­lege of Arts and Crafts of Rabat (ENSAM) – Rele­vant major IM. Dura­tion 18 months + 1 inter­n­ship. Requi­red lan­guage level: English B2.

Argentina

  • Uni­ver­si­dad Nacio­nal del Sur – Major concer­ned: Pro­cess engi­nee­ring (GP). 
  • Uni­ver­si­dad Fava­lo­ro – Major concer­ned: Bio-engi­nee­ring (GB).

Brazil

  • Uni­ver­si­dade Fede­ral do Paraná – Major concer­ned: Mecha­ni­cal engi­nee­ring (IM). 
  • Uni­ver­si­dade Tec­noló­gi­ca Fede­ral do Paraná – Majors concer­ned: Bio-engi­nee­ring (GB / Pro­cess engi­nee­ring (GP)/ Mecha­ni­cal engi­nee­ring (IM).- Dura­tion 18 months.
  • Uni­ver­si­dade Fede­ral de Ita­jubá (UNIFEI) – Major concer­ned: Mecha­ni­cal engi­nee­ring (IM). Spe­cia­li­ty Aero­nau­ti­cal engineering.

Chile

  • Uni­ver­si­dad de Val­pa­rai­so – Major concer­ned: Bio-engi­nee­ring (GB)

Colombia

  • Escue­la Colom­bia­na de inge­ne­ria - Rele­vant majors: GB / GI / IM / GP / GU. Requi­red lan­guage level: Spa­nish B1 (LA22)

Canada

  • École de tech­no­lo­gie supé­rieure (ETS) – rele­vant majors: all.
  • École poly­tech­nique de Mont­réal – rele­vant majors: all.
  • Uni­ver­si­té du Qué­bec à Chi­cou­ti­mi – rele­vant branches: Majors concer­ned: Com­pu­ter sciences and soft­ware engi­nee­ring (GI), Urban sys­tem engi­nee­ring (GSU), Mecha­ni­cal engi­nee­ring (IM).
  • Uni­ver­si­té Laval – rele­vant majors IM/GI
  • Uni­ver­si­té de Sher­brooke – rele­vant major : GSU

United States

  • Geor­gia Ins­ti­tute of Tech­no­lo­gy – Appli­cable fields: Majors concer­ned: Com­pu­ter sciences and soft­ware engi­nee­ring (GI), Mecha­ni­cal engi­nee­ring (IM).. TOEFL + GRE required.
  • The Uni­ver­si­ty of Rhode Island – rele­vant major: IM

China

  • Xi'an Jiao­tong Uni­ver­si­ty – Majors concer­ned: Bio-engi­nee­ring (GB), Com­pu­ter sciences and soft­ware engi­nee­ring (GI), Mecha­ni­cal engi­nee­ring (IM). Dura­tion: 18 months. English lan­guage level requi­red: LA13. Appli­ca­tion dead­line: end of GX02.
  • UTSEUS - Diplôme Mas­ter in Meca­tro­nics Smart Cyber Phy­si­cal Systems 

Japan

  • Chi­ba Ins­ti­tute of Tech­no­lo­gy – Majors concer­ned: Com­pu­ter sciences and soft­ware engi­nee­ring (GI)/ Mecha­ni­cal engi­nee­ring (IM) – Master's degree level.

Lebanon

  • Uni­ver­si­té Liba­naise – Fields of stu­dy: Com­pu­ter sciences and soft­ware engi­nee­ring (GI), Mecha­ni­cal engi­nee­ring (IM) – Master's degree level. 
  • Holy Spi­rit Uni­ver­si­ty of Kas­lik - Rele­vant majors: IC / ISC / TVRN. Dura­tion: 12 months. B2 level in english required.

UTC's strategy in Africa

Since June 2019, UTC ‑Com­piegne has been enga­ged in a stra­te­gic explo­ra­to­ry approach to sub-Saha­ran Africa.

Through an inter­nal wor­king group, but also thanks to the par­ti­ci­pa­tion in the Afri­ca Wor­king Group within the fra­me­work of the Alliance Sor­bonne Uni­ver­si­ty, large-scale pro­jects are gra­dual­ly taking shape and should soon be implemented.

One such pro­ject would be based on the exper­tise of the IRD – French Ins­ti­tute of Research for Deve­lop­ment and would concern the Côte d’Ivoire, also invol­ving other mem­ber ins­ti­tu­tions of the Alliance Sor­bonne University.

Sino-European University of Technology of Shanghai University (UTSEUS)

Crea­ted in 2005 by the net­work of the 3 French Uni­ver­si­ties of tech­no­lo­gy and Shan­ghai Uni­ver­si­ty, this engi­nee­ring school is today the first Sino-French uni­ver­si­ty set-up, a pio­nee­ring and unique part­ner­ship in the fields of trai­ning and research. The Sino-Euro­pean Uni­ver­si­ty of Tech­no­lo­gy of Shan­ghai Uni­ver­si­ty (UTSEUS) trains more than 1 200 Chi­nese, French and Euro­pean stu­dents each year in an inter­na­tio­nal and mul­ti­cul­tu­ral environment.

As a result of the struc­tu­ring of its indus­trial rela­tions, UTSEUS has signed a part­ner­ship agree­ment with nume­rous com­pa­nies: Schei­der Elec­tric Chi­na, Das­sault Sys­tem, Total Chi­na, Baoxing infor­ma­tion (IT sec­tion of Bao Steel), Micro­pole Chi­na, HuiYi Finan­cial Infor­ma­tion Ser­vice Com­pa­ny, Air Liquide, ZTE, Sive­co, Decath­lon, Suez, Chi­na Mate­ria­la, Citi­zen, Xerox, Vidon, Tech­no­Chi­na, Fau­re­cia FECT, ACTIA Chi­na, Alca­tel-Lucent Entre­prise Chi­na, ENGIE Chi­na, Lear­ning Tribes Chi­na, Ser­ri­nov, Fau­re­cia (Chi­na) Hol­ding Co. , LTD, resul­ting in various forms of enhan­ced col­la­bo­ra­tion for courses, confe­rences, fac­to­ry visits, indus­trial or spon­so­red pro­jects, inter­n­ships or mobi­li­ty grants.

The UTSEUS is cur­rent­ly offe­ring 4 Chi­nese stu­dents trai­ning in Com­pu­ter science and engi­nee­ring, Mecha­ni­cal engi­nee­ring, Bio­lo­gi­cal engi­nee­ring and Mate­rials sciences and engi­nee­ring. After 3 years’ trai­ning in Shan­ghai, inclu­ding spe­cia­li­ty elec­tive courses and inten­sive French courses, the Chi­nese stu­dents can, for the best of them, come to France for 2 years of stu­dies and inter­n­ship in one of the three French uni­ver­si­ties of tech­no­lo­gy – UTBM- Bel­fort Mont­be­liard, UTT-Troyes – to obtain the double degree of French engi­neer and the Bache­lor of Engi­nee­ring of the Uni­ver­si­ty of Shanghai.

Uni­ver­si­ty of Shan­ghai stu­dents can stu­dy at UTSEUS in the fra­me­work of a semes­ter of stu­dies of the com­mon core of the engi­nee­ring cur­ri­cu­lum, but can also enrol, since 2021, for a double degree in mecha­tro­nics entit­led "Mas­ter in Mecha­tro­nics & Intel­li­gent cyber-phy­si­cal systems".

Our Erasmus+ projects

UTC is part of the consor­tium of the Eras­mus+ KA220 SUSEE pro­ject. The main mis­sion of the SUSEE pro­ject is to pro­pose methods and tools for inte­gra­ting sus­tai­nable engi­nee­ring edu­ca­tion into the peda­go­gi­cal pro­grams of Euro­pean uni­ver­si­ties. Reco­gni­zing that some uni­ver­si­ties do not know how to pro­ceed, the objec­tive of the SUSEE pro­ject is to pro­vide them with solid assis­tance by offe­ring clear and simple kits and cus­to­mi­zable edu­ca­tio­nal content.

The pro­ject SUSEE aims to deve­lop new cur­ri­cu­la and modules to inte­grate sus­tai­na­bi­li­ty aspects in engi­nee­ring edu­ca­tion. Four smal­ler Euro­pean uni­ver­si­ties are coope­ra­ting in deve­lop­ment, desi­gn and inte­gra­tion of new sus­tai­na­bi­li­ty content in exis­ting cur­ri­cu­la in the form of mutual­ly reco­gni­zed courses. It shall increase their capa­ci­ty to coope­rate in the Euro­pean (higher) Edu­ca­tion Area and thus ful­fil an impor­tant requi­re­ment in the trans­for­ma­tion pro­cess of Euro­pean societies.

Concre­te­ly SUSEE will contri­bute to this by pro­vi­ding fol­lo­wing key out­comes: (i) new tea­ching content for sus­tai­na­bi­li­ty in engi­nee­ring edu­ca­tion, (ii) hand­book on how to inte­grate sus­tai­na­bi­li­ty in engi­nee­ring education.

Part­ner universities:

The SUNRISE pro­ject (Smal­ler Uni­ver­si­ties Net­work for Regio­nal Inno­va­tive and Sus­tai­nable Evo­lu­tion) is an alliance of Euro­pean uni­ver­si­ties aimed at com­ba­ting the poten­tial disap­pea­rance of small uni­ver­si­ties, which play a cru­cial role in the deve­lop­ment, inno­va­tion, and sus­tai­na­bi­li­ty in the Euro­pean regions.

Small uni­ver­si­ties face seve­ral chal­lenges: “brain drain” (loss of talent), limi­ted resources, dif­fi­cul­ties acces­sing research and fun­ding, limi­ted inter­na­tio­na­li­za­tion, com­pe­ti­tion with large ins­ti­tu­tions, as well as a lack of trai­ning oppor­tu­ni­ties, tech­no­lo­gy, infra­struc­ture, diver­si­ty, visi­bi­li­ty, and adap­ta­bi­li­ty. The SUNRISE pro­ject focuses on inter­na­tio­nal edu­ca­tion by pro­mo­ting the intro­duc­tion of inno­va­tive stu­dy pro­grams and encou­ra­ging student mobi­li­ty. It also fos­ters col­la­bo­ra­tion bet­ween aca­de­mia and indus­try to deve­lop sym­bio­tic models with regio­nal busi­nesses. In paral­lel, alliance mem­bers engage in inter­na­tio­nal research and aim to streng­then ties and exchanges of ideas.

Six objec­tives stem from this project:

  • Fos­te­ring inter­na­tio­nal edu­ca­tion and crea­ting new and inno­va­tive stu­dy programmes;
  • Sha­ping the cor­ners­tones of our Uni­ver­si­ty Alliance: lear­ning from each other in edu­ca­tion, science and administration;
  • Pro­mo­ting Euro­pean values;
  • Increa­sing inter­na­tio­nal research collaboration;
  • Streng­the­ning aca­de­mia-indus­try col­la­bo­ra­tion through all uni­ver­si­ty missions;
  • Streng­the­ning inno­va­tion and tech­no­lo­gy trans­fer, and esta­blish a com­mon “sta­ke­hol­der network”.

Part­ner universities:

  • Ilme­nau Uni­ver­si­ty of Tech­no­lo­gy, Germany;
  • Free Uni­ver­si­ty of Bozen-Bol­za­no, Italy;
  • Uni­ver­si­ty of Infor­ma­tion Tech­no­lo­gy and Mana­ge­ment in Rzeszów, Poland;
  • Uni­ver­si­té de Tech­no­lo­gie de Com­piègne, France;
  • Euro­pean Uni­ver­si­ty Cyprus, Cyprus;
  • Mälar­da­len Uni­ver­si­ty, Sweden;
  • Uni­ver­si­tà Poli­tec­ni­ca delle Marche, Italy;
  • "Dže­mal Bije­dić" Uni­ver­si­ty of Mos­tar, Bos­nia and Herzegovina;
  • Poly­tech­nic Uni­ver­si­ty of Via­na do Cas­te­lo, Portugal.

EPOG+ is an Eras­mus Mun­dus Joint Mas­ter Degree in eco­no­mics, sup­por­ted by UTC and 7 others ins­ti­tu­tions (Uni­ver­si­té Paris Cité, Sor­bonne Uni­ver­si­té, Uni­ver­si­té de Turin, Ber­lin School of Eco­no­mics and Law, Uni­ver­si­té Rome 3, Vien­na Uni­ver­si­ty of Eco­no­mics and Busi­ness (WU), Uni­ver­si­té du Wit­wa­ters­rand (Wits)).

It offers a world-class inte­gra­ted Master’s pro­gramme on the (digi­tal, socioe­co­no­mic, eco­lo­gi­cal) tran­si­tion pro­cesses with a plu­ra­list approach and inter­dis­ci­pli­na­ry perspectives.

It involves more than 40 part­ners and asso­ciate part­ners in Europe and the world.

Objectifs

CVL4OT is a 24-months pro­ject aiming at online tea­ching orien­ted and tech­no­lo­gy dri­ven deve­lop­ment of a new Bio­ma­te­rials and Tis­sue Engi­nee­ring course syl­la­bubs, the­re­by brin­ging to the edu­ca­tion inno­va­tive remote control­ling expe­ri­men­tal stu­dies for high value appli­ca­tions, with focus on tur­ning vir­tua­li­ty to the reality.

3D prin­ter expe­rience from dis­tance, a new robo­tic prin­ter will be uti­li­zed by online connec­ting from stu­dents com­pu­ter, they will be able to fabri­cate their 3D prin­ted biomaterial.

50 cho­sen Under­gra­duate stu­dents will have Bio­ma­te­rial course in online class­room, they will expe­rience mul­ti­na­tio­nal tea­ching and vir­tual 3D labo­ra­to­ry access from their home. Most impor­tant­ly, online class­room and labo­ra­to­ry desi­gn will be deve­lo­ped to increase the desire of stu­dents to par­ti­ci­pate in online classes.

In this way, it is desi­red to remove the bar­riers such as the Covid-19 pan­de­mic in the trai­ning of qua­li­fied scien­tists for scien­ti­fic research. The pro­ject offers impor­tant out­comes for both stu­dents and tea­chers in prac­ti­cal education.

Partnerships

  • UNIVERSITAT INTERNACIONAL DE CATALUNYA, BARCELONA – Espagne
  • YILDIZ TECHNICAL UNIVERSITY, ISTANBUL – Turquie
  • MARMARA UNIVERSITY, ISTANBUL – Turquie
  • UNIVERSITATEA POLITEHNICA DIN BUCURESTI, BUCHAREST – Roumanie
  • UNIVERSITE DE TECHNOLOGIE DE COMPIEGNE, COMPIEGNE – France

Remote Intel­li­gent Access to Labs in Higher Edu­ca­tion (RIALHE) aims to improve the stu­dents’ unders­tan­ding of scien­ti­fic pro­ce­dures star­ting from remote access to real lab expe­ri­ments fol­lo­wed by col­la­bo­ra­tive acti­vi­ties using tech platforms.

Lab work is a key aspect of scien­ti­fic edu­ca­tion and stu­dents can sel­dom access public and pri­vate labs of excel­lence. While seve­ral Eras­mus+ pro­jects and natio­nal ini­tia­tives have focu­sed on digi­tal L&T, our pro­ject is inno­va­tive in addres­sing a peda­go­gi­cal fra­me­work (RIALHE)for lab trai­ning as a par­ti­cu­lar field.

Des­pite pro­vi­ding scien­ti­fic labs, many edu­ca­tio­nal bodies lack the resources to meet the costs of rea­gents or main­te­nance. Digi­ti­sing the hard­ware com­po­nents of a Lab is com­pli­ca­ted and cost­ly. In the context of vir­tual labs, where the expe­riment is simu­la­ted, stu­dents face situa­tions where aspects of the pro­ce­dures remain hid­den because simu­la­tions do not address contin­gen­cies or mea­su­re­ment errors. A lab ope­ra­tor needs to address such situa­tions that are present in a real life experiment.

Acqui­ring this abi­li­ty is an impor­tant part of the lear­ning pro­cess that is lost in the over-idea­li­zed vir­tual world. An inno­va­tive metho­do­lo­gy, sha­red at Euro­pean level, implies the ela­bo­ra­tion of basic com­pe­ten­cies inclu­ding gai­ning fami­lia­ri­ty with cut­ting edge lab equip­ment not neces­sa­ri­ly acces­sible to all aca­de­mic institutions.

Objectives

  • Objec­tive n°1
    Improve both the qua­li­ty and rele­vance of Higher Edu­ca­tion labo­ra­to­ry acti­vi­ties for all part­ners by pro­vi­ding remote access to state of the art labo­ra­to­ry envi­ron­ments and by ope­ning up to new actors, not nor­mal­ly invol­ved in the edu­ca­tio­nal paths.
  • Objec­tive n°2
    Increase part­ners’ capa­ci­ty to ope­rate joint­ly at a trans­na­tio­nal level crea­ting and deve­lo­ping syner­gies through the esta­blish­ment of a com­mon fra­me­work that uses par­ti­ci­pa­to­ry approaches and digi­tal methodologies.
  • Objec­tive n°3
    Boost the inter­na­tio­na­li­sa­tion of the part­ners’ acti­vi­ties, through exchan­ging and deve­lo­ping new prac­tices and methods, and through sha­ring and confron­ting ideas.

Partners

This pro­ject is inten­ded to streng­then a col­la­bo­ra­tion esta­bli­shed since 2009 with the Poly­tech­nic Uni­ver­si­ty of Tira­na, Facul­ty of com­pu­ter engi­nee­ring, to par­ti­ci­pate in the finan­cing of stu­dents and tea­chers mobi­li­ty in trai­ning and research.

It allows :

  • UPT stu­dents enrol­led in a Master's degree in Com­pu­ter Science or Elec­tro­nics to apply for a double degree with the Master's degree in Com­plex Sys­tems Engi­nee­ring at UTC. Thus, each year, five stu­dents from UPT, finan­ced by this pro­ject, join UTC in a double degree;
  • UTC stu­dents to finance their mobi­li­ty in Tira­na for a semes­ter of stu­dy (tea­ching in English) or a semes­ter of internship.

Mobi­li­ties of tea­chers from both ins­ti­tu­tions for tea­ching and trai­ning purposes.

Up until now, 11 Alba­nian stu­dents in a double degree pro­gramme, and ano­ther ten exchange semes­ter mobi­li­ties have been finan­ced as well as a mobi­li­ty of an UTC student to Tirana.

Partner

The Poly­tech­nic Uni­ver­si­ty of Tira­na (UPT).

Although Europe is lea­ding indus­trial sphere in seve­ral areas where novel manu­fac­tu­ring and digi­tal tech­no­lo­gies are well esta­bli­shed, the chal­lenge is that the tran­si­tion to Indus­try 4.0 is not affor­dable for all com­pa­nies. Indeed, the evo­lu­tion to fac­to­ries of the future meets a resis­tance from the indus­trials and some­times a fear because of the com­plexi­ty of the tran­si­tion. This trans­for­ma­tion is not only eco­no­mic, but also human and social, which must be well pre­pa­red. Moreo­ver, start-ups and digi­tal entre­pre­neur­ship in the field of Indus­try 4.0 or rela­ted domains is not enough deve­lo­ped nei­ther in Europe nor in MENA region.

Indeed, young gra­duates in the field of engi­nee­ring and mana­ge­ment are strug­gling with employa­bi­li­ty. Gene­ral­ly, they try to join alrea­dy exis­ting com­pa­nies and they do not think about star­ting their own SME pro­ject (start-up or spin-off).

So, desi­gning a new Mas­ter pro­gram rela­ted to Indus­try 4.0 and Digi­tal Entre­pre­neur­ship, which will be accre­di­ted could bring some solu­tions. this mas­ter aims to Train skilled engi­neers and mana­ger, who could ope­rate for the deve­lop­ment of an inter­dis­ci­pli­na­ry eco­sys­tem and create new employ­ment rela­ted to digi­tal trans­for­ma­tion oppor­tu­ni­ties not only in Europe but also in MENA region. More spe­ci­fi­cal­ly this mas­ter will focus on skills rela­ted to indus­try 4.0, to the trans­for­ma­tion to Indus­try 4.0 toge­ther with those rela­ted to digi­tal entrepreneurship.

Through this Eras­mus + EMDM pro­gram, the consor­tium com­po­sed of Uni­ver­si­ty of Sousse (US), Uni­ver­si­té de Tech­no­lo­gie of Com­piègne (UTC) and Uni­ver­si­ty of Flo­rence (Uni­FI), aims to accre­dit an inno­va­tive joint mas­ter pro­gram which out­put will be Indus­try 4.0 and Digi­tal entre­pre­neur­ship skilled gra­duates, who could ope­rate for the deve­lop­ment and streng­the­ning of an inter­dis­ci­pli­na­ry indus­trial eco­sys­tem in a rapid­ly chan­ging envi­ron­ment not only in Europe but also in MENA region.

This new mas­ter pro­gram will not only help to create new job oppor­tu­ni­ties for young people but also allow them to become experts in a reliable fields rela­ted to indus­try 4.0 in the next few years.

Partner

UTC, Uni­ver­si­ty of Sousse, Uni­ver­si­ty of Flo­rence and Nova­tion City.

Prof. Mar­tin Mor­ge­neyer has been awar­ded the Jean Mon­net Chair for the UTC, which focuses on the eco­lo­gi­cal tran­si­tion and the role of engi­nee­ring and the Euro­pean Union in faci­li­ta­ting it.

The envi­ron­men­tal tran­si­tion has to occur as soon as pos­sible and should be part of an ove­rall world­wide plan. Its prac­ti­cal rea­li­za­tion depends, on the one hand, on the prac­ti­cal imple­men­ta­tion of poli­cies on a conti­nen­tal and glo­bal scale and, on the other, on tech­no­lo­gi­cal know-how.

Euro­pean engi­neers must play a cen­tral role in this pro­cess. The UTC Jean Mon­net Chair entit­led "Empo­we­ring Europe, Envi­ron­ment, Engi­nee­ring" was crea­ted to pre­pare our gra­duates and fel­low citi­zens for the chal­lenge of tech­no­lo­gi­cal­ly imple­men­ting the envi­ron­men­tal transition.

The Jean Mon­net Chairs aim to:

  • dee­pen the tea­ching of Euro­pean stu­dies on the offi­cial cur­ri­cu­lum of a higher edu­ca­tion establishment;
  • pro­vide in-depth ins­truc­tion on Euro­pean issues in fields increa­sin­gly in demand on the job market.

Our "certificates"

Contact

Inter­na­tio­nal rela­tions department
Gaëlle Dac­q­mine
 +33 (0)3 44 23 49 63
Inter­na­tio­nal rela­tions department
Auré­lien Jacques
 +33 (0)3 44 23 44 23
Part­ner­ships and agreements

 +33 (0)3 44 23 44 23
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